Sh, Sh its Shelia the Shark Shaking the Shells
Lesson Design: Beginning Reading
Rationale:
For children to be able to
read and spell words, it is crucial for them to understand letters that stand
for phonemes. They also need to have knowledge of and understand of alphabetic
mapping and be able to relate it to understand the phonemes in spoken words. In
some cases, phonemes are represented by digraphs, or two letters.
We can refer to these as "letter teams".
In this lesson, children will undergo the learning of a meaningful
representation of the digraph /sh/ and fully understand how these two letters
work together to create this phoneme. The concept of this lesson is for children
to be able to recognize /sh/ by its letter symbols, a beginning sound in spoken
words, and in written words.
Towards the end of the lesson, I will briefly review some words with /sh/ ending
sound but it won’t be explicitly taught early in the lesson. The focus is
beginning sounds.
Materials:
-
Class copies of The Crash in the Shed
-primary
paper
- Poster
with tongue tickler: "Sh, Sh its Shelia the Shark shaking the shells."
- Mini Sets
LBL boxes for each student
- Letters
for each student dash, stop, shoe, hat, cash, sheep (d,a,s,h,t,o,p,e,e,c)
- Giant
Letterboxes and letters for teacher to model
and show a sample letterbox lesson in front of class with interaction.
- Handouts
for the class with various pictures that have the /sh/ sound (ash, mesh, fish,
cat); put words on right column and pictures on left column (mixed up) and match
words to pictures.
-Also needed for
assessment: worksheet with "sh" words. They will have directions to circle the
words that have the "sh" sound in it.
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Procedures:
1. Say: The way we speak and write is sort of like a code. Sometimes, it can be
tricky learning what letters stand for. But, there are fun ways to learn how our
mouth moves we make as we say words. Today, we will be working on the mouth move
/sh/ and how the two letters s and
h work together as a team to make
this sound. When two letters work together to make one sound we call it a
digraph, or "letter team". Let’s learn more about how this letter team works!
2." Let’s pretend
like we are trying to be really quiet. "SHHH.. SHHHH.. SHHH" Do you hear the
/sh/ sound as we say this together sh sh
sh…"
3. For the next step, we will review
mouth move. "What is your mouth doing
when you make that sound? Is there any air coming out? Yes, very good. There is
air coming out." We are going to practice listening for this sound and watch my
mouth how it moves when I say the different words!
"Do you hear sh in chalk or shake?"
"Do you hear sh in ship or chase?"
"Do you hear sh in shell or chew?"
"Do you hear sh in cash or chair?"
"Do you hear sh in shoe or champ?"
4. Say: Okay, now I’m going to say a bunch of funny words all put together in a
silly sentence. This is called a tongue tickler [on chart]. Let’s try this
together! "Sh
Sh its Sheila the Shark Shaking the Shells."
Okay let’s say it three times together. Now that we can say this tongue twister,
this time, let’s says it and practice stretching the /sh/ at the beginning of
all the words. Can you hear /sh/ in
every word? Say each of them slowly. Try it again and this time, break it off
the word:"
/Sh/ /Sh/ its /Sh/eila the /Sh/ark /Sh/aking the /Sh/ells". I think we have got
a good handle on listening for the /sh/ sounds in words, now we can practice how
to write it!
5. The student will take out primary paper, pencil, and a clipboard if needed
and I will prepare him to being writing. Say:Remember, the letters s and h work
together as a team
to spell /sh/.
Start with your pencil just a little bit below the fence, move your pencil in a
curved direction through the middle line then swoop it back to the bottom line.
This is your s. Now take your pencil
to the sky, and move it straight down to the ground. Go back up to the fence,
around, and straight down to the ground. Now you have your h. These two
letters together make /sh/. Practice writing this combination on your own.
6. Have everyone take out their letterboxes and letters. Tell students Say:
Remember that each box stands for one sound, so when letters are teamed up, like
s and h, they only get one box. Now, I will show you how to spell the word
ship in your letterboxes. Say, The first sound I hear is /sh/, so I will put
the letters s and h in the first box together. [teacher shows how to spell ship
in boxes]. Since we know how to do this now, let us spell some words in our
letterboxes: dash, stop, hat, cash, sheep. (Walking around the room) Good job!!
Now, all together we will read the words we spelled in our letterboxes. (Teacher
writes the word dash on the board and models reading it by sounding out each
phoneme, /d/a/sh/, and continues to do this with the rest of the words with the
class all together. This lesson will go on through the rest of the words and
teacher will continue to assess by observing student’s responses).
7. Say: Now, we are going to be able to use our skills of listening and look for
this /sh/sound when we read this book. Everyone needs a partner and you can
buddy up together and use this marker and mark next to every word that you hear
the /sh/ sound in. Take turns reading and checking for the /sh/ sound. In this
story,
The Crash in the Shed,
Ben and Jess can't make up their minds whether to fish or collect shells.
Suddenly they hear a crash in the shed. Sounds like trouble![ After reading, get
students back together and ask them what words they found and write them on the
board. Ask students if they can think of any other words with the /sh/ sound and
write them also]
8. One thing we also need to talk about is that /sh/ can also be found at the
end of the word. In most of the words we have seen and hear today, they begin
with /ch/. We can also find the /sh/ sound in the middle or end of words. Listen
to these word pairs, do you hear the /sh sound? BASH or BATCH. FISH or FRENCH .
GASH or BEAM. SASH or SUCH. So, remember
that you can find the /sh/sound in words in many different ways. Now, we are
going to brain storm together and try to think of some more /sh/ words we know.
[Pull out a sheet of paper and write words that you and the student brainstorm]
9. For assessment, all that needs to be done is handing out a worksheet.
Students are to complete the partial spellings and color the pictures that begin
with /sh/.
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References:
McIntosh, Kelly. 'Ssshhopping for Ssshhells' Auburn University Reading Genie
Website, 2005.
http://www.auburn.edu/rdggenie/guides/mcintoshbr.html
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Murray,
B.A. and Lesniak, T. (1999). 'The Letterbox Lesson: A hands on approach for
teaching decoding.' The Reading Teacher, 52, 644-650.
Murray,
Geri. The Crash in the Shed. Reading Genie Collection, 2006.